Name Inquiry Application Ideas from Previous Cohorts

Here are some additional ideas for thinking about how you could incorporate name inquiry into your middle grades ELA and/or SS classroom from past students.

• Justin E.- I like the idea of each student getting to create their own definition of what their name means. This is meant to assert their individuality and show that every person has the opportunity to create their own definition of themselves. The activity would begin with students researching famous people that share their name and having them list adjectives and attributes that describe them. Then they would turn the lens inward and list attributes and adjectives about themselves.
• Amanda C.- A name Inquiry is a great way to teach students how to find credible sources. By giving them an easy topic like their names, they will be able to differentiate between credible sites and those that are not like blogs. Another way to use name inquiry would be during the first day of school, students would be able to share about their names while other classmates are putting the name to the face. This lesson could would not only aid in the memorization of the student's names but also set the stepping stone to create a positive classroom community.
• Brittany: Class activity: Divide students into groups, and have each group work collaboratively to create a short narrative by using the meaning and/or history of each group members surname.
• Amanda H.- A get to know you activity for the first week of school. Assign it on the first day of class and have it due the next day. This gets the students researching so as the teacher I can see where they are in that skill and when they present whether its in small groups or to the whole class the students get to share about themselves and the rest of the class and me as the teacher get to learn a little bit about each student.
• Margot- Introduction Activity for the 1st Week of School- Have the students research their name, ask parents, etc. then write a short paragraph and turn in two days later. This would be a good activity because they would have to research and I would see a sample of their writing.
• Ashton-I would get my students to go home and find out where their last name comes from. The next day I would put a huge world map up and get the students to put pins in the country that their last name came from. I would get the students to all explain thier findings of tier last name and explain where they came from. This gets students to look at their classmates cultures and it could also be a great way for studnets to get to know each other at the begining of the year. If that is more Social Studies oriented I could get the students to also write a journal entry on one of their classmates that thought had the most interesting heritage.
• Megan- As a student name inquiry project, I would challange my students to create their own representation of a family crest. (Many family crests, or shield of arms, can be found using an online search tool). Students will be asked to include symbols, pictures, and/or words that they feel represent their family life and values. Students should also include a one-paragraph summary of the origins of their Surname, and why they choose to display their family crest in the way that they did. All family crests will be hung in the classroom when students have completed their project.
• Sean - I would use this type of activity early on in the semester. I think that this would be a great way to learn who yoru students are, as well as allowing your students to get to know each other if they don't already. Also, I could use this activity if we were studying a book that was big on last names (like say a lesson about knights and how they become "Sir Pruckner" or whatever their last name is). For example, if we were studying a text from Europe, I can use this activity as an introduction to the text. If i was in a history class, I could use this type of activity as a compliment to a geography lesson. I can post the names of my students over the country of orgin.
• Morgan: I would have my students go home and do some research. I would have them ask their parents how they decided to give the student their name – is it a family name?, a random name that their parents liked?, etc. I would then have them reflect on what their name means to them and how their name has created meaning in their life and mention any other attachments to their name, including a celebrity that may share their name, etc.
• Nancy-I think that name inquiry is a great activity to use with students. It is a topic that relates to them, and it is interesting for anyone to learn about their name. I would first have my students do research on their first name and surname. I would invite them to ask their parents/relatives about their names. After students discovered information on their names, I would have give my students some options on a project they could create based on their findings. I would give them the option to write a poem about their name, draw a comic strip about their name, create a skit about their name, or write a narrative about their name. This way, every student would learn about their name, and could translate their knowledge of their name into a creative activity that best suits them.
• Hannah-I think it would be fun for students to do a “World Tour of Surnames”. Each student would look up his surname from resources provided by the teacher and media center. From these resources students would collect information about their surname focusing specifically on where their surname originated, where the name showed up in history, when their first relatives moved to the United States, etc. Then students could create a map mapping the whereabouts of their name through history. This could be done digitally or on paper so that either way they would be able to present to classmates.
• Jessica Darnell- As an activity on characterization, I would ask students to think about the other people that they know who share their same first name. This may be difficult because some students have unique names, however, I will allow them to include celebrities or other public figures. This should work for most students. For example, I have known several other people named Jessica throughout my life, and there are many celebrities like Jessica Alba or Jessica Simpson. I would have students characterize the other people that they know that share their first name, and I would have students create a Venn Diagram or another compare/contrast visual that would identify the similarities and differences between themselves and the others they know with similar names.
• Will L- My idea is to incorporate the name inquiry into a social studies project. Once students did some research on where their name(s) came from, they could do further research on that geographical area and/or historical events that transpired around the time and place the names came into usage. An idea for a project might be a map with annotated descriptions of historical events or an artistic rendition of a particular (could be imagined) event that relates to the research done on names. This would be accompanied by a written piece that rationalizes choices made during production and process of the drawing, diorama, comic strip, song, etc. The form of the final project would be largly up to the student, but a ruberic would provide explicit expectations and guidelines.
• Markie Crum- I think it would be really interesting to have students research their surname and find out the meaning and its origin for a language arts activity. Once they have found its origin, the students would be assigned to write a creative short story about the orginal person who was given that name.They could do this activity from a historical perspective, or they could just make a story up for fun. I think this would be an interesting freewrite or journal activity! It could possibly be used as a small project, and include making a family crest!
• Tamara: I would have my students do a webquest of their names (first/last) and discover a little history of their name. It would be great if they could interview family member. I would give the students sources and they would do a creative report on their name. They can act, write or do a art project.
• Zach Honeycutt - When I was in eighth grade for an assignment in my English class we had to do research on our last names and our coat of arms. After doing research we had to create our own idea of what we would want our coat of arms to look like based on the experiences we had in life to that point. We divided the coat of arms into four different quadrants and we had to fill it up with picture and words based on what the requirements were. It also brought out my creative side because I was able to render my own interpretation of my coat of arms. I think that this would be a wonderful assignment for the middle school classroom because it is very important to know where you came from. It brings out both the research and analytical side of learning as well as the creative aspect.
• Darryl Hollis - I also did an activity with my coat of arms in school. This is something that could be done in the language arts classroom in conjunction with the social studies teacher (say they are doing a medieval unit). I actually had a coat of arms at home that was easy to look up, but I think it'd be cool to look into how other cultures kept up with their lineage just in case there are some that don't have a coat of arms. Either way, looking up where your name comes from and creating something based on that is a good way to connect with your past and build upon family identity as well as with your own identity. I also think it would be fun to have students look up names they might wish they had...like creating an alter ego. That'd be fun. They could create the side we see and the side we don't know about.

• I think I could incorporate this inquiry as an icebreaker on the first day of school. Students could research their names and put the information they find inside a family crest or shield, along with illustrations or symbols that represent their identity. Then, students could introduce themselves to the class and draw comparisons or point out differences from what their name means and how they view themselves in reality. I would hang the shields around the room so students could look at them to learn more about each other. (Caroline T.)
• I could definitely incorporate a name-finding mission into my class by having students to originally write their own opinions of their names in a free write form. Later we'll actually investigate the actual meanings of the name and the students will create a visual (i.e. Venn-diagram, poster, etc) and present to the class. (Wes B.)
• I would have students do bio name poems on each other's first names, and then after that they would look up what their partner's first name actually means, and see if it matches with what was created in the bio poem. I think it would be fun and interesting for the kids to do this, but also critical to education as students would be learning about each other and growing as a class together. (Ron O.)
• Research your surname in order to find the history of your name. Look for influential people that have held your name or the first person that ever held your name. You are to compose a letter written by your namesake to yourself. Remember, this letter needs to be written using the language and terminology that would have been used during your namesake's lifetime. Be sure to make it authentic! The letter should be a "Welcome to the Family" letter where the influential person shares all of the history that you have researched about your family! I want to know where your name originated, how it originated, what it means, how the family got to the United States, the family motto, and more! Be creative and original. Make up some family rules that your namesake wants to impart to you. However, remember to be factual for the above requirements. The rest can be your own! (Jesse G.)
• Students will free-write about what they know about their name – first, middle and surname, then we will go to the school computer lab for everyone to conduct an online research about their names. Back in the classroom, students will write a newspaper article declaring their birth, name, and the importance of their name and history. (Kay B.)
• During a poetry unit, students could do research on their first names and last names, then create a poem about their names. They could be free to use any form and have to identify the form they used. Students would be learning about the history of their names as well as doing poetry. (Caroline C.)
• When introducing the internet and what are good/effective websites to use, I thought it would be good to have students research their names and surnames. I think by doing this they can then create a family tree and decorate them then put them up in class. We would learn what are acceptable websites for class work and learn how to cite sources. (Samantha)
• Create a family tree using ancestor.com. This would require the teacher to be a member of it, but it would be really fun for the teacher and students to track and could possibly get parents involved. (Jennifer C)
• Each student could make a “Coat of Arms” illustrating their family name and interests. This could express some creativity and allow for students to color, draw, and research (online) information about their family’s history. They could be given the chance to inquire questions about their family. Each student’s coat of arms would look completely different and may be great hanging on the walls of the classroom. (Sarah)
• During the first week or so of school, students could go to the computer lab or access the laptop cart. They would be instructed to look up the meaning of their first and last names on selected websites provided from them. They would take notes on what they find. Then, students could represent what they found by putting their information on a poster board. Creativity and illustrations would be suggested and encouraged. After students complete their name posters, they could be put up around the room. This would help with remembering student names during the first week of school! (Tara)
• To begin with, conduct research on your first and last name. There will be reference books and possibly laptops in the classroom. Second, compose a letter to one of your forefathers. In the letter, address what you found in your research. Third, draw a representation of the meaning of your name (first and/or last name) on the letter. Finally, on the envelope provided, create an address that reflects where your name originates. Don't forget the stamp! Then, "deliver" your letter to a classmate that has a different address location. What similarities did you find with your names? Any differences? (Amanda)
• I think this is something that would be neat to do at the beginning of the school year or before an immigration unit. Let’s say Dennis Lowell Stevens is researching himself. He would find the origin and meaning of his first name, middle name, and surname. He will look for a family crest and any other pertinent information. Also, he would ask his mother and father if he was named for any specific purpose. Ms. Stevens will of course have a reason, so Dennis will need to include that in his findings. This would be classwork (internet research) and then homework (Mom’s naming reasoning). The following day, all of the students whose surname primarily originated from the same location (Germany, England, etc.) will meet together. For example, Emmie Holt and Seth Scott will be in the same group because Holt and Scott have the same primary place of origin (England). Some will have surnames that originate from multiple places- those students can just choose which place of origin seems cool. In their groups, students will discuss differences and likeness in their names. Hopefully, this will generate conversation. I hope to move the conversations forward by prodding the students into thinking about migration. We will pull up the ancestry.com site which shows where the heaviest population of a surname is located. Students will then need to surmise about their ancestors. It would be cool if this project was done before an immigration unit so that we could track the patterns of migration. Each group is responsible for their own country of origin and they would do intensive research into economic issues in the country, “push pull” factors for immigrants, travels overseas, etc. The groups could put this research together into a presentable format (map of travel included) and it would be a great inquiry based project that would be both personal and educational. It could really work. (Morgan F.)
• My assignment was very similar to Sarah’s. I would being by having my students research their first and surname in the library or computer lab, and record the meaning, origin, family crest, etc. They would then bring this information back to the classroom, and create their own “personal” crest. They should make sure to include the information that they found, but would also be able to incorporate their own hobbies, interests, family history – whatever they wanted to include. The crests would be hung around the classroom and would help students each to know their classmates. (Chelsea)
• A possible activity that would be fun with name origin would be to have students research their last/first name, and base further research on the part of the world that there name originated. Each student would create a poster board with the countries flag, cultural facts, and historical facts. This would enable students to see about their own family's past, as well as about another country. If we had enough time it would also be a nice idea to let students make a food from their country or something similar to that. This is similar to the activity to we did in Dr. Lee's class. My hope is that it would inspire students to do further research and spark their curiosity. (Olivia)
• I think that one possible activity would be an online search for the origins of names. You could have the students start with their own names and then hand our names that are traditional to another part of the world be see what the students could find. Then maybe have them write a short story with the main character being named the name they researched. They could use the research about the name to create who the character is, how they act, etc. (Wendy)
• My activity is a modification of a lesson on Malcolm X that I found online. Malcolm X was known by different names during his lifetime; Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz. Many of us have been called by different names at different stages in our lives. For this activity students will work collaboratively to evaluate the four stages in the life of Malcolm X. They will consider how each name Malcolm X used reflected that period of his life. Then students will focus on what they have been called at home, by friends, and when they were younger. They can also think about what they would like to be called in the future. How do these names reflect different periods in their lives? Students will research the meaning of their names online, through personal interviews, and in resource books. Students will then create a piece which illustrates the various stages/names they have discovered. The piece can be a poem, a narrative, a power point, a video, or an artistic representation.(Suzanne)
• I would love to create a "family interview" with students before a holiday break! They would be responsible for coming up with questions they think would be important to know about one's heritage, and this would be a class activity. These would be sent home during the holiday to be completed! (Hannah L.)
• I would have the students first research their first and last names. Then I would have students write a short, fictional story about how they think the meaning of their name came about. For example, my last name in Persian means lucky. So I would come up with a story about a Persian man who had a serious gambling addiction that left him penniless. Then one day, while he was lost in the forest in Esfahan, Iran, he fell upon a beautiful flower. This flower turned out to be a rare saffron flower-incidentally it happens to be the most expensive spice in the world. He decided to cultivate this flower and he made a huge profit. From then on, people called him Sadat because he was extremely lucky in finding that rare flower. (Zohra)
• Make a name poem/acrostic. Students would gather information about their surname/first name and then write out their name and fill in their name with some aspect of their name's history. Then each student would present their name poem and what she/he has discovered. (Margaret)
• For my activity, I would like my students to create their own personal crests. They can involve history of their surnames or their first names. They also can include aspects of their personality. For example, a soccer player could include a soccer ball in their crest or a musician can include music notes. This could be a good beginning of the year activity for my students to learn more about each other and their interests. (Emily W.)
• I would have students design a collage that features their names in a bubble letters and have them fill in the bubble with words and pictures that define them. They should research their name definition online and include it in their bubble and add on any interesting facts they would like. They could include topics about their history of their name, who named them? what does their name mean. They could also include their favorite hobbies, sports, goals, food, family, friends,etc. information. They can add pictures or pictures from magazines or newspapers. After they complete this project, we could hang them up on the bulletin board so they could enjoy seeing everyone's designs and colorful display. It will add on a more personalized structure in the classroom. (Nada W.)

• Coat of arms activity following inquiry with family and online. (Lauren)
• Memoir activity stemming from inquiry activities about students’ names—interviewing family, used in pop culture, etc. (Christine)
• Class name chart as source for inquiry and later to post findings. (Alex)
• Trace surname as far back as possible and consider it in historical context and use as bridge to study history. (Meghan)
• Partner name searches, findings put on index cards then a world map in class; partner interviews and inquiry for further information, additional information added and digital photos posted with the information. (Jena, Kimberley)
• As a bridge to name inquiry, have students create a fictional story about how they received their name. Use this and some background information on how naming practices originated historically to generate interest and motivation in conducting research into their own names. (Brian)
• Create a family tree using related online sites for support and interviewing family members. (Casey)
• Have students use name research findings to write a name / bio poem (acrostic) and possibly a story too. (Denise)
• Have students use name research to create a story that traces their name from its origins to its being bestowed upon them. Have them use personification as a part of the name’s quest from where it started to becoming their name. (Michelle)
• 3-part inquiry: online, dictionaries, and parent/guardian interviews. Use this as a bridge to more formal research. (Kayla)
• Use name inquiry as a bridge to introducing and teaching geography, including creating a poster indicating where their name originated and/or where their family is from. The posters then would be reference points for discussing geography during social studies class. (Mary Ashley)

• Students create name badges for desks that includes a symbol that is representative of them and the meaning/history of their names (Iwinosa). A variation of this would be to create nametag hats that would include words all over the hat that describe the name, its origin and meanings, as well as words that describe the student (Luke). Another variation would be to create a large nametag like the pinned on #’s that runners wear in marathons that would include similar information (Lindsey).
• Have students create alternative names for themselves (if you could change it, what would it be?), and then create a fictional character using this name (Iwinosa) or do research on the new name they come up with (Erin).
• Coat of arms activity – research actual one or create one that “fits” or do both and compare. Also, research importance and history of the coat of arms tradition. (Margaret; Joy; Laura)
• Consider literary connections—books, stories that make use of names in some interesting way (e.g., House on Mango Street, Harry Potter series, Hard Times, Song of Solomon, etc.); can research characters’ names found in YA books.
• Acrostic with letters of name—poem reflects students’ characteristics (Margaret). Variation: Poem doesn’t necessarily have to be acrostic but still includes meaning of name and characteristics about the student that relate to the meaning. They could decorate finished product and display in room as a way of getting to know each other (Sarah H.).
• Have students look for examples of their first name and its meaning in popular culture—songs, books, etc. In addition, conduct research from teacher-selected materials and from parents. Then, students could write about whether their name fits them (does the meaning pair well with their personality? Are there any inferences made with certain names, i.e., gender—do we assume Kelly will be a female?) (Melissa)
• Name freewrite—compare what they know with what they find from research efforts. Create a name collage. (Lauren)
• Use name inquiry as a community-building and getting to know each other activity (Caroline). Variation: After students do an initial name inquiry activity, have teacher read out descriptions and origins without actually saying the name to see if students could guess who the person is (Sarah E.).

• Exploring the diversity of names; have students research their names, variations in spelling of names. (Melissa)
• Name’s the Same -- have students Google their own name to see who else has the same name and to find out what this other person (these other people) are known for. Provides students with an interesting comparison. (Lisa)
• Have students interview family members about shared recollections of their name and historical names. (Jeanne)
• Have students research their own name and create a “coat of arms.” (Devon, Catherine)
• Family Tree; Visual representation of where the parts of their names originated. (Laura, Catherine)
• Create their own name for a character or their own superhero. (Hannah)
• Research the origins of their names and pin their locations on a map of the world. Use this as a bridge to further study (perhaps history and culture of the place, etc.). (Hannah)

• Activity for the first day of class: Have students look up the origin and meaning of a classmate’s name, then create a poster/certificate/plaque and give it to the person. Could also work in pairs and introduce partner to class using name information.
• Have students take our activity a step further and see when ancestors with their surname migrated to America as well as researching the culture of these immigrants and mapping their settlements.
• Have students use name origins to track where they came from (geographically) and then explore common meanings to identify patterns in naming and language development for different language groups. Means of cultural study and developing appreciation of ethnic backgrounds.
• Create a class map indicating the places of origin for their names.
• Hypothesize why different cultures name people in similar or different ways—do research on various cultures and their naming practices to test hypotheses. Explore connections between current trends and the ancient world.
• Have students focus on the culture of their own family. This would involve family interviews and drawing on one’s own experiences to produce a cultural picture of one’s own family. Students would work with teacher to create an interview sheet as well as a rubric to guide the process.
• After researching their own names, students could research/explore what goes into making a character’s name.
• Beginning of year mini-inquiry as way to introduce research and inquiry to students in non-threatening way. Would also serve as a bridge to prepare them for a more in-depth project or paper later on. Have them present findings orally to practice public speaking.
• Student names and their meanings could be used as part of a “getting to know you” activity in which each student could write the meaning of his or her name on an index card to be given to the teacher. Teacher could then compile the list into a handout to share with students, a bingo card of sorts, and students would who then would then walk around the room to talk to one another and try to find the person and name associated with the meanings on the master list / bingo card.
• Students could create a character name poem or story name poem (acrostic) using either their first or last name and drawing upon the information they found doing research.
• After interviewing parents and researching their names, students could speculate what their findings say about their character, family, setting, environment, social class, etc. Persuasive writing about whether their name does/does not fit their character.
• Students could devise their own coat of arms using the information they find from their inquiry efforts. Afterwards, they could construct a bio poem as well.
• Provide a wide variety of options for students to explore their names to address any students who might be in family situations that do not allow for easy access to their ancestry or historical background.
• Class activity could be to have students create a personalized family tree of people and the significant events in their lives. For example, students could research to see if their ancestors developed any new ideas or invented any new machines or products.
• Build a genealogy, family-tree forest for the class. Students write their family ancestry and history on the tree trunk and tree. Students could also bring in old family photos, other family memorabilia or write findings on the branches of the trees.
• Have students choose a region or a country related to what we are studying and ask them to research what the variations of their name might be in that region/country, what the meaning might be there, how it would be pronounced, and how common the name is there in comparison to the US.
• Design a poster “advertising” their name using the information they find through research. To integrate geography, students could include a map of the place their name originates from.
• Create a piece of artwork using images or designs that represent your findings. Connections to architecture (design) and students’ personalities.
• Library research and then students make a flag featuring pictures and symbols representing the information they found about their names.
• Students engage in a web search of their name (first or last) using pre-selected sites by the teacher. Students use finding to create a collage.

• Names & their importance related to works of literature: e.g., Shakespeare’s Romeo & Juliet, Alex Haley’s Roots and Queen; Fyodor Dostoevsky’s Crime and Punishment (the fact that each name in Russian has something to add to the theme of the book is helpful); The Crucible by Arthur Miller (the last scene is particularly moving, when John Proctor is about to be executed and the only way he can get out of it is by signing his name to lies about other people. He shouts, "But it's my name! I'll never have another!"); The House on Mango Street by Sandra Cisneros; Charlie and the Chocolate Factory by Roald Dahl; Ruby Holler by Sharon Creech (names which mirror the characteristics of the characters); A Gathering of Old Men by William Gaines (has many character-appropriate nick-names).
• Explore the History of Names. How we came up with names. Where did surnames come from? Naming in other cultures. How does naming work in other cultures? Examples: Japan, South Africa, Native Americans, etc.
• Connection to Gloria Naylor’s Bailey’s Café: African-American character who struggles with effects of his given ethnic name and the discrimination he faces because of this in the world of work.
• Have students research the meaning behind a relative’s name that they are interested in; allows for interviewing activity
• Students develop a creative response to their name’s meaning
• Students research their “signed” name or make up one of their own (sign language)
• Students create a pseudonym for themselves that they can then use in their writing
• Develop a class book of names which incorporates each student’s name “story”
• Research name and background as bridge for researching a particular culture and an author from that culture. Also, choose literary work by that author to read and write a review. Make a copy for every student in the class (a type of culture notebook.).
• Cultural and historical events/shifts and their effects on name changes (i.e., how names change in some way—gender, spelling, degree of popularity, power, etc.; Do names help determine a person’s destiny? Do names match personality types?)
• Use name inquiry to bridge to Romeo and Juliet and a discussion of the lineage and cultural themes of the play; other texts for juxtaposition here might include the modern film version of Romeo and Juliet, the musical West Side Story, or the story of the Hatfields and McCoys
• Use name inquiry to bridge to a unit on autobiography: have students create a memorable events timeline, write a phase autobiography, read published autobiography (-ies); juxtapose with biography
• Use name inquiry to bridge into look for examples of naming and “nameplay” in literature (e.g., the excerpt when Pippin & Merry meet Treebeard in Tolkien’s The Lord of the Rings Part Two: The Two Towers; the characters in Dicken’s Hard Times; etc.)